Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K - I know that Game Based Learning is "fun" and and falls into the following categories of fun: 'hard,' 'easy,' 'serious' and 'people'.
W - I want to learn how to incorporate the use of games based learning into my teaching which allows for effective learning
L - I have learn that games keep attention and allow for the following:
Fun - enjoyment
Play - Intense and passionate involvement
Rules - structure
Adaptive - flow
Outcomes / feedback - learning
Problem solving
Interaction
K = What do you know?
W = What do you want to learn?
L = What have you learned? (we'll do this last one later)
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Gamification can be used to raise awareness of the subject content and to motivate disengaged students.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
In order to start with gamification you need to consider the following:
The Dynamics - Why?
The Mechanics - How?
The Components - What?
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Gamification should not just be implemented because it is fun and exciting (although this helps). Gasification needs to engage learners and provide the students with repeated content.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
PRC has a very clear structure and the students have the ability to choose their own books. There is a clear progression of reading ability.
Premiers reading challenge: The rules are clear, there is room for students’ choice (can choose a number of their own books), It is very highly structured for poor readers and does not necessarily promote engagement. It encourages relationships with parents and teachers in asking for help; but there does not appear to be much interaction with their peers. There are a series of progressive certificates for the readers.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
Zombie Learning in my opinion fits nicely into category 3 of the rubric with some elements of 4. think this gaming experience is closer to a 4
There is coherent story. which allows the students to improve skills and knowledge (which can be very relevant and similar to the learner's actual living environment). There is a clear progression and it allows for good interaction amongst the students. I am too sure how deep the players will go with their emotions. Most mechanics and dynamics are covered and the "action" verbs are mostly presently. This are used to motivated the students and in turn engagement.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Lesson Outcomes
Objective 1 - Interactive: - Outcomes - 1.1 Establishes and maintains communication, 1.3 Sequences ideas and information
Objective 2 - Understanding Texts - 2.1 Understands and interprets information in texts using a variety of strategies, 2.2 summaries the main points of a text
Objective 3 - Producing Texts - 3.1 Produces texts appropriate to audience, purpose and content.
(Age, likes and dislikes, motivations etc)
This lesson is aimed at Year 11 Students in a Preliminary HSC French Beginners Course. The students are generally motivated. They have a hunger to experience and learn about different cultures. The class is mainly girls and there is very little interest around sport.
Time Constraints he intended unit of work would run through one unit of work. The unit of work last for one term. The Gaming theme would run through part of all of the lessons (3 X 75 minutes) for the unit of work "Family Life and Neighbour Hood."
Throughout each term students (in teams of 3 or 4) would have to create a "French" family using "Voiki" Characters. As new vocabulary is introduced the students would be able to create new family members and alter their appearance (Tall / Thin / Fat / Small / Wavy Hair / Bald et cetera).
The students would then write a short script for each family character and record a spoken text in French about the character. For example: Je suis grand et j'ai 42 ans. J'haibte en France et j'ai deux enfants (I am tall and aged 42. I live in France and I have 2 children).
Towards the end of the unit the students would learn how to use phrases to introduce one another's "Voiki" family to each other .
The ultimate goal is for students to be able to talk to one another about themselves and their own real families.
Fun Check Easy Fun - Use IT gamification skills to produce a family and use IT skills to research about facts and cultural aspects of a Francophone country
Social Fun - Important to work together as a team and to collaborate effectively with one another.
Plenty of room for students to express themselves
Lots of interaction with one another to discuss, achieve goals and get things done.
Obstacles to overcome - introducing a competitive scoring system
Hi Paul, We can see you have the makings of a good beginning game-based learning experience. You have thought about introducing scoring as a mechanic to enhance the traditional lesson idea. How might this work exactly? Here are a few idea to get you started....Points could be awarded for...
Students correctly translating the vocabulary from other students Voki characters, could win points, since this is one of your outcomes.
The game could be a one on one peer assessment, carried out in 5 parts (one point for each Voki correctly translated. This could be carried out in rounds/ round robin, changing partners and thus making use of a leaderboard. - choice could feature in allowing top ranked students to choose next tasks, vocabulary or other elements related to the unit of work as appropriate.
Points could be awarded prior to student translation task by teacher for correct vocabulary for each voki in the students 'family set'
After this other games can be added onto this to add additional vocabulary and buildi on prior knowledge. The element of surprise could also be used by the teacher by adding additional vocabulary for extension, differentiation and challenge.
Have you filled in the evaluation? Have you found the bonus level content?
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K - I know that Game Based Learning is "fun" and and falls into the following categories of fun: 'hard,' 'easy,' 'serious' and 'people'.
W - I want to learn how to incorporate the use of games based learning into my teaching which allows for effective learning
L - I have learn that games keep attention and allow for the following:
K = What do you know?
W = What do you want to learn?
L = What have you learned? (we'll do this last one later)
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.Gamification can be used to raise awareness of the subject content and to motivate disengaged students.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.In order to start with gamification you need to consider the following:
The Dynamics - Why?
The Mechanics - How?
The Components - What?
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Gamification should not just be implemented because it is fun and exciting (although this helps). Gasification needs to engage learners and provide the students with repeated content.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)PRC has a very clear structure and the students have the ability to choose their own books. There is a clear progression of reading ability.
Premiers reading challenge: The rules are clear, there is room for students’ choice (can choose a number of their own books), It is very highly structured for poor readers and does not necessarily promote engagement. It encourages relationships with parents and teachers in asking for help; but there does not appear to be much interaction with their peers. There are a series of progressive certificates for the readers.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
Zombie Learning in my opinion fits nicely into category 3 of the rubric with some elements of 4. think this gaming experience is closer to a 4
There is coherent story. which allows the students to improve skills and knowledge (which can be very relevant and similar to the learner's actual living environment). There is a clear progression and it allows for good interaction amongst the students. I am too sure how deep the players will go with their emotions. Most mechanics and dynamics are covered and the "action" verbs are mostly presently. This are used to motivated the students and in turn engagement.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Lesson Outcomes
Objective 1 - Interactive: - Outcomes - 1.1 Establishes and maintains communication, 1.3 Sequences ideas and information
Objective 2 - Understanding Texts - 2.1 Understands and interprets information in texts using a variety of strategies, 2.2 summaries the main points of a text
Objective 3 - Producing Texts - 3.1 Produces texts appropriate to audience, purpose and content.
(Age, likes and dislikes, motivations etc)
This lesson is aimed at Year 11 Students in a Preliminary HSC French Beginners Course. The students are generally motivated. They have a hunger to experience and learn about different cultures. The class is mainly girls and there is very little interest around sport.
Time Constraints
he intended unit of work would run through one unit of work. The unit of work last for one term. The Gaming theme would run through part of all of the lessons (3 X 75 minutes) for the unit of work "Family Life and Neighbour Hood."
Throughout each term students (in teams of 3 or 4) would have to create a "French" family using "Voiki" Characters. As new vocabulary is introduced the students would be able to create new family members and alter their appearance (Tall / Thin / Fat / Small / Wavy Hair / Bald et cetera).
The students would then write a short script for each family character and record a spoken text in French about the character. For example: Je suis grand et j'ai 42 ans. J'haibte en France et j'ai deux enfants (I am tall and aged 42. I live in France and I have 2 children).
Towards the end of the unit the students would learn how to use phrases to introduce one another's "Voiki" family to each other .
The ultimate goal is for students to be able to talk to one another about themselves and their own real families.
Fun Check
Easy Fun - Use IT gamification skills to produce a family and use IT skills to research about facts and cultural aspects of a Francophone country
Social Fun - Important to work together as a team and to collaborate effectively with one another.
Plenty of room for students to express themselves
Lots of interaction with one another to discuss, achieve goals and get things done.
Obstacles to overcome - introducing a competitive scoring system
Hi Paul,
We can see you have the makings of a good beginning game-based learning experience. You have thought about introducing scoring as a mechanic to enhance the traditional lesson idea. How might this work exactly? Here are a few idea to get you started....Points could be awarded for...
- choice could feature in allowing top ranked students to choose next tasks, vocabulary or other elements related to the unit of work as appropriate.
Have you filled in the evaluation? Have you found the bonus level content?